시 교육에서 이미지 비유의 교육과정과 교재의 설계 방향 = The Teaching of Images and Figure of Speech in Poetry Education and Guidelines on the Texts

다국어 초록 (Multilingual Abstract)

The Teaching of Images and Figure of Speech in Poetry Education and Guidelines on the TextsNo ChulAs regards the teaching of poetic images and figure of speech in the 7th educational curriculum, the main focus is on viewing images and the figure of speech modes of expressing literary figures. Such a conception confines learning to the memorization of facts on images and figure of speech and repeated application of them to literary works so as to confirm the knowledge. Linguistic, intellectual and sociocultural activities that are parts of literary education, are not sufficiently counted in. It is, therefore, necessary to include in the educational curriculum the conception of images and figure of speech as a means of communication and intellectual activities. Only when the education of images and figure of speech incorporate these three types of activities that can it free itself of cramming literary knowledge to the students. In other words, a different type of education is necessary that can relieve literary education out of artistic boundary and expand it to linguistic and intellectual activities.The tendency to confine poetry education within the boundary of fine art does not accord with the aims of literary education. If the aims of education are to improve linguistic competence, to expand mental experience, to realize critical and independent self, to promote aesthetic sensibility and to render admirable disposition, then the conception that images and figure of speech are figurative expressions will result in the narrowing down of poetry education. On the other hand, the teaching of images and figure of speech as means of communication and intellectual activities will further the possibility of achieving the aims of literary education. It is time one deserted the outmoded ideology that forbids using literature as a means.